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I [[#|plan]] on earning [[#|a degree]] in [[#|social work]] & working in a group home for teenagers.
I am the worst with technology... that is my biggest struggle within my [[#|classes]]. Taking notes in [[#|class]] really helps me; if i could only listen to the lecture, i wouldn't remember a lot of the [[#|information]]. I would rather [[#|study]] by myself rather than in a group outside of the classroom. I would want to know how my colleagues like to learn & see if there are differences between us. DillComp1Quest MDill Bolt Presentation DillMultipleIntelligencesSurvey
Below are the goals for my Foundations of [[#|College]] Writing Course.
For each goal, I've selected [[#|work]] that demonstrates how I addressed that goal during the course,
and explained how, citing specific examples from my [[#|work]].
Goal
My Work
My explanation
Goal A -[[#|Students]] will be able to compose
for particular audiences and purposes
example 1: “Mrs. Trop’s purposes for writing are pretty self-explanatory. She started off my joking “to get paid”. She is definitely right, I wasn’t even thinking along this line as a possible [[#|answer]] to this question but her [[#|answer]] makes perfect sense. There has to be written proof that she is doing her job! So she has a legal obligation to write down [[#|information]] about her clients. She also writes so she can remember details about her clients. For example, if one of her clients is a [[#|student]], and the [[#|student]] had a performance coming up, Mrs. Trop would then ask about how it went the next time she saw him/her. This is advice we can all use in our [[#|daily]] lives, to just remember the small details about someone, it reminds the people that we [[#|care]] about that they truly are cared for and I can honestly say, that within the hour that I spoke to Mrs. Trop, that she really does [[#|care]] about her clients’ well-being.”
example 3: "April 6th, 2005 To whom it may concern, I’m going to do it, world! I’m going to end all of this shit right now! I’m done. I can’t go on anymore; I can’t live this sucky life, this painful, worthless life anymore. No one really cares anyway, not even the person who will find me or who will read this. My mom sure as hell doesn’t [[#|care]][[#|about me]], that’s for damn sure!! She doesn’t pay any attention to me, now anyway..."
example 1: I used the P.A.G.E. (purpose, audience, genre, engagement) model in this section of my interview assignment. It states the purpose of that specific paragraph (ironically, this paragraph was ABOUT purposes of writing for a [[#|social worker]]). The audience was other [[#|students]]; this assignment was to write to them and explain what different [[#|jobs]] are like by way of writing. The genre was just a simple, informative, short essay- it was meant to be that way because we all know that [[#|students]] aren’t going to sit down and be really excited to read a 10 page article about [[#|a job]] they don’t intend on ever working in. Finally, there is engagement, which is the personal effect the written work the author wanted on him/herself. I realize that the written work of a [[#|social worker]] might not be the most interesting part of [[#|the job]], but people who are passionate about this field willingly do it, for the sake of the people/clients they get to help. So I wanted to convey to the audience, the other students, just how inspiring and committed social workers are to their jobs.
example 2: This document is a breakdown of the P.A.G.E. model in regards to the journal article that was given to me during my interview assignment. It was to define the purpose of the article, to point out who the audience in which the article was written, what the genre of the article was, and what the style and organization was.
example 3: This sample of my writing is from my first diary entry, for that genre. It starts off addressing the audience of "to whom it may concern". Audience is the second piece of the P.A.G.E. model and in this diary entry the audience is clearly defined.
Goal B - Students will be able to compose using
language and conventions appropriate to genre
example 2: “Mrs. Trop’s purposes for writing are pretty self-explanatory. She started off my joking “to get paid”. She is definitely right, I wasn’t even thinking along this line as a possible answer to this question but her answer makes perfect sense. There has to be written proof that she is doing her job! So she has a legal obligation to write down information about her clients. She also writes so she can remember details about her clients. For example, if one of her clients is a student]], and the student had a performance coming up, Mrs. Trop would then ask about how it went the next time she saw him/her. This is advice we can all use in our daily lives, to just remember the small details about someone, it reminds the people that we care about that they truly are cared for and I can honestly say, that within the hour that I spoke to Mrs. Trop, that she really does care about her clients’ well-being.”
example 3:
BROCHURE:
Characteristics (what it has to have):
Name of company/service offering
Purpose of brochure (to tell what the purpose of the co./service)
Background information
subheadings
Contact information
Pictures (co./service/people working/map)
Criteria (what makes it good):
Captions that match/go along with pictures
Slogan/ mission statement
Eye catching, colorful, interesting
Neat (vs. sloppy)
SHORT bullet points
“easy” to read/not overwhelming
Not too much writing
example 1: This specific FAQI Sheet uses the "evidence" piece of the L.O.V.E. (language, organization, voice, evidence) model because it shows exactly where and what information i found from the specific site (http://www.restoretroubledteens.com/at-risk-youth-programs.html). I have chosen to reflect this information in the brochure for my final project.
example 2: I used the "3 Ins" (INtroduce, INsert, and INterpretation) in the interview assignment by introducing Mrs. Trop's purposed for writting, then inserted a quote that Mrs. Trop said about her writing, and then interpreted this really meant.
example 3: Writing characteristics and criteria can help when writing. These specific characteristics and criteria are for when you are writing a brochure. It makes it easier to know what information you should include and what information to leave out when writing in this type of genre.
Goal C - Students will be able to read, select, and use
evidence critically to formulate and [[#|support]] arguments
example 2: Literature Review (History of the Problem) Some researchers have suggested that being label with a certain social stigma and/or stereotype will cause the targeted group to believe and live as though that negative aspect truly is a part of them. This theory explains why people are hesitant to seeking help and it also gives those facilities who assist those targeted groups to gain a bad reputation. For example, in Dalton Conley’s You May Ask Yourself, Labeling Theory is defined as “the belief that individuals subconsciously notice how others see or label them, and their reactions to those labels, over time, form the basis of their self-identity.” It discusses Victor Rios’s (Assistant Professor, UC Santa Barbara) work “examining the way the current aggressive policing strategies have effectively criminalized young boys in poor neighborhoods.” He suggests that the effect of these young boys being labeled deviant/criminal was that they in turn ACT deviant or criminal. So if you label teenagers as “worthless” they are going to eventually view themselves as being worthless and aren’t going to bother attempting to get the help they thought they needed. STOP labeling them!!
"Chapter 6: Social Control and Deviance." You May Ask Yourself: An Introduction to Thinking like a Sociologist. New York: W.W. Norton &, 2011. 177+. Print.
example 1: Information from this FAQI Sheet is used as critical evidence to "formulate and support" the purpose of the brochure genre written for the final project.
example 2: The second part of step 1 of the professional genre the Literature Review (History of the Problem) requires an introduction, insertion, and interpretation of information (the 3 "INs"). i selected this of previous research (Victor Rio's study) to use in the professional genre and using it to support the argument to stop stereotying teenagers.
example: This piece of my brochure genre uses both pictures and words together to create ethos for this Group Home for Troubled Teenagers (Looking Forward).
Goal D - Students will be able to interpret and compose in
a variety of media and print/non-print genres
example 1: Literature Review (History of the Problem)Some researchers have suggested that being label with a certain social stigma and/or stereotype will cause the targeted group to believe and live as though that negative aspect truly is a part of them. This theory explains why people are hesitant to seeking help and it also gives those facilities who assist those targeted groups to gain a bad reputation. For example, in Dalton Conley’s You May Ask Yourself, Labeling Theory is defined as “the belief that individuals subconsciously notice how others see or label them, and their reactions to those labels, over time, form the basis of their self-identity.” It discusses Victor Rios’s (Assistant Professor, UC Santa Barbara) work “examining the way the current aggressive policing strategies have effectively criminalized young boys in poor neighborhoods.” He suggests that the effect of these young boys being labeled deviant/criminal was that they in turn ACT deviant or criminal. So if you label teenagers as “worthless” they are going to eventually view themselves as being worthless and aren’t going to bother attempting to get the help they thought they needed. STOP labeling them!!
"Chapter 6: Social Control and Deviance." You May Ask Yourself: An Introduction to Thinking like a Sociologist. New York: W.W. Norton &, 2011. 177+. Print.
example 1: I used the 3 INs in the first step of the professional genre which is considered an example of a "print" genre, which is what this goal is referring to.
example 2: In one of my non-print genres I aligned all the images in my brochure to make the overall result look more professional.
example 3: In another print genre that I have written for this project I wrote a song. In the song, specific lines have been repeated. This repetition adds a memorable factor to this song and also it empasizes certain parts to this genre.
Goal E - Students will be able to describe and [[#|apply]]
appropriate writing processes, both individually
and in collaborative contexts
example 1: Diary Entry Genre-
"I hate this place. Why can't I just leave? Helen and Mark are idiots, and they don't even care about me, nobody does. I'm all alone, and that's all I'm ever going to be."
example: In two different places in my first draft of this example I didn't include a comma with the conjunction (PCT). I did this a lot in my writing and now that i am aware of this issue I can prevent it from happening from now on.
example 2: I demonstrate this goal by taking in all of the peer review and other feedback from Professor Sherry to revise my draft of the song genre. I corrected the grammatical errors and improved the content to make my writing better.
example 3: This example is my first and last drafts of the brochure genre and what I improved upon during the writing process.
I [[#|plan]] on earning [[#|a degree]] in [[#|social work]] & working in a group home for teenagers.
I am the worst with technology... that is my biggest struggle within my [[#|classes]]. Taking notes in [[#|class]] really helps me; if i could only listen to the lecture, i wouldn't remember a lot of the [[#|information]]. I would rather [[#|study]] by myself rather than in a group outside of the classroom. I would want to know how my colleagues like to learn & see if there are differences between us.
DillComp1Quest
MDill Bolt Presentation
DillMultipleIntelligencesSurvey
DillP.A.G.EJournalArticle
Dill-RacecarProjectEvaluation
Dill-BullyingProjectEvaluation
DillJournalArticle"DarknessOvertheAbyss"
DillDiaryEntry"The Cottage:LifeinaGroupHomeforTeens"
DillSlideshowExampleGenre
DillMagazineAdExampleGenre
DillGenre1
DillProfessionalGenre
DillGenre2
DillGenre3
DillRevisionSheet
DillGenre4
DillCourseGoalsSynthesis
Below are the goals for my Foundations of [[#|College]] Writing Course.
For each goal, I've selected [[#|work]] that demonstrates how I addressed that goal during the course,
and explained how, citing specific examples from my [[#|work]].
for particular audiences and purposes
example 2:
example 3:
"April 6th, 2005
To whom it may concern,
I’m going to do it, world! I’m going to end all of this shit right now! I’m done.
I can’t go on anymore; I can’t live this sucky life, this painful, worthless life anymore. No one really cares anyway, not even the person who will find me or who will read this. My mom sure as hell doesn’t [[#|care]] [[#|about me]], that’s for damn sure!! She doesn’t pay any attention to me, now anyway..."
example 2: This document is a breakdown of the P.A.G.E. model in regards to the journal article that was given to me during my interview assignment. It was to define the purpose of the article, to point out who the audience in which the article was written, what the genre of the article was, and what the style and organization was.
example 3: This sample of my writing is from my first diary entry, for that genre. It starts off addressing the audience of "to whom it may concern". Audience is the second piece of the P.A.G.E. model and in this diary entry the audience is clearly defined.
language and conventions appropriate to genre
example 2: “Mrs. Trop’s purposes for writing are pretty self-explanatory. She started off my joking “to get paid”. She is definitely right, I wasn’t even thinking along this line as a possible answer to this question but her answer makes perfect sense. There has to be written proof that she is doing her job! So she has a legal obligation to write down information about her clients. She also writes so she can remember details about her clients. For example, if one of her clients is a student]], and the student had a performance coming up, Mrs. Trop would then ask about how it went the next time she saw him/her. This is advice we can all use in our daily lives, to just remember the small details about someone, it reminds the people that we care about that they truly are cared for and I can honestly say, that within the hour that I spoke to Mrs. Trop, that she really does care about her clients’ well-being.”
example 3:
BROCHURE:
Characteristics (what it has to have):
Name of company/service offering
Purpose of brochure (to tell what the purpose of the co./service)
Background information
subheadings
Contact information
Pictures (co./service/people working/map)
Criteria (what makes it good):
Captions that match/go along with pictures
Slogan/ mission statement
Eye catching, colorful, interesting
Neat (vs. sloppy)
SHORT bullet points
“easy” to read/not overwhelming
Not too much writing
example 2: I used the "3 Ins" (INtroduce, INsert, and INterpretation) in the interview assignment by introducing Mrs. Trop's purposed for writting, then inserted a quote that Mrs. Trop said about her writing, and then interpreted this really meant.
example 3: Writing characteristics and criteria can help when writing. These specific characteristics and criteria are for when you are writing a brochure. It makes it easier to know what information you should include and what information to leave out when writing in this type of genre.
evidence critically to formulate and [[#|support]] arguments
example 2: Literature Review (History of the Problem)
Some researchers have suggested that being label with a certain social stigma and/or stereotype will cause the targeted group to believe and live as though that negative aspect truly is a part of them. This theory explains why people are hesitant to seeking help and it also gives those facilities who assist those targeted groups to gain a bad reputation.
For example, in Dalton Conley’s You May Ask Yourself, Labeling Theory is defined as “the belief that individuals subconsciously notice how others see or label them, and their reactions to those labels, over time, form the basis of their self-identity.” It discusses Victor Rios’s (Assistant Professor, UC Santa Barbara) work “examining the way the current aggressive policing strategies have effectively criminalized young boys in poor neighborhoods.” He suggests that the effect of these young boys being labeled deviant/criminal was that they in turn ACT deviant or criminal.
So if you label teenagers as “worthless” they are going to eventually view themselves as being worthless and aren’t going to bother attempting to get the help they thought they needed. STOP labeling them!!
"Chapter 6: Social Control and Deviance." You May Ask Yourself: An Introduction to Thinking like a Sociologist. New York: W.W. Norton &, 2011. 177+. Print.
example 3:
example 2: The second part of step 1 of the professional genre the Literature Review (History of the Problem) requires an introduction, insertion, and interpretation of information (the 3 "INs"). i selected this of previous research (Victor Rio's study) to use in the professional genre and using it to support the argument to stop stereotying teenagers.
example: This piece of my brochure genre uses both pictures and words together to create ethos for this Group Home for Troubled Teenagers (Looking Forward).
a variety of media and print/non-print genres
For example, in Dalton Conley’s You May Ask Yourself, Labeling Theory is defined as “the belief that individuals subconsciously notice how others see or label them, and their reactions to those labels, over time, form the basis of their self-identity.” It discusses Victor Rios’s (Assistant Professor, UC Santa Barbara) work “examining the way the current aggressive policing strategies have effectively criminalized young boys in poor neighborhoods.” He suggests that the effect of these young boys being labeled deviant/criminal was that they in turn ACT deviant or criminal.
So if you label teenagers as “worthless” they are going to eventually view themselves as being worthless and aren’t going to bother attempting to get the help they thought they needed. STOP labeling them!!
"Chapter 6: Social Control and Deviance." You May Ask Yourself: An Introduction to Thinking like a Sociologist. New York: W.W. Norton &, 2011. 177+. Print.
example 2:
example 3:
example 2: In one of my non-print genres I aligned all the images in my brochure to make the overall result look more professional.
example 3: In another print genre that I have written for this project I wrote a song. In the song, specific lines have been repeated. This repetition adds a memorable factor to this song and also it empasizes certain parts to this genre.
appropriate writing processes, both individually
and in collaborative contexts
"I hate this place. Why can't I just leave? Helen and Mark are idiots, and they don't even care about me, nobody does. I'm all alone, and that's all I'm ever going to be."
example 2:
example 3:
example 2: I demonstrate this goal by taking in all of the peer review and other feedback from Professor Sherry to revise my draft of the song genre. I corrected the grammatical errors and improved the content to make my writing better.
example 3: This example is my first and last drafts of the brochure genre and what I improved upon during the writing process.
My Weekly Assignments
My Drafts and Revisions
Final version of my project
DillROMPFinal